the basis for understanding individual differences in the development of children. It suggests that children may have temporary or persistent delays in acquiring cognitive, emotional, motor or social skills compared to their peers. According to this theory, developmental delay is not seen as a fixed state, but as part of a normal change in the rate of development, with the potential to compensate for or overcome these delays through appropriate and early educational and therapeutic interventions. The theory focuses on a detailed analysis of a child’s developmental trajectories, identifying areas that require additional support, whether they are higher mental functions (speech, attention, and memory) or other skills. The theory also emphasizes that developmental delay can be the result of a variety of factors, including genetic, neurological, environmental, or educational. Understanding these factors helps to develop accurate intervention programs that develop the child’s abilities and address developmental gaps. In terms of treatment and early intervention, the theory emphasizes the importance of a detailed and ongoing diagnosis that focuses on the child’s unique strengths and abilities, as well as identifying difficulties. This allows for the development of individualized and progressive educational and therapeutic strategies. In this way, understanding developmental delay creates a practical framework to support the child’s well-rounded and balanced development, while stimulating neuroplasticity and using sensitive periods of development to achieve optimal outcomes.